Supporting English Language Learners in College Science Classrooms Insights from Chemistry Students
Document Type
Article
Publication Date
1-1-2020
Publication Title
Multicultural Education
Volume
27
Issue
3
First page number:
25
Last page number:
32
Abstract
General chemistry is a mandatory course for those in pursuit of careers in various allied health and science, technology, engineering, and mathematics (STEM) fields. However, many students find chemistry difficult. The mathematical content embedded in chemistry, the abstract nature of chemical concepts, and the specialized language used in the field are among the most common factors listed as making chemistry difficult (Cardellini, 2012). For English language learners (ELLs), the situation is especially demanding, as these students are required to learn the specialized academic language and concepts of chemistry while simultaneously learning English. Often, ELLs have to go through multiple cognitive processes as they use their first language skills to facilitate the acquisition of information presented in a new language. The education system in the United States has seen a considerable growth in the ELL population over the past decade because of both an increase in the number of international students coming to U.S. campuses and an increase in the number of immigrants.
Keywords
English language learners; College setting; International students; Chemistry students; United states education system
Disciplines
Education | Higher Education and Teaching | Language and Literacy Education | Teacher Education and Professional Development
Language
English
Repository Citation
Lee, E. N.,
Orgill, M.,
Kardash, C.
(2020).
Supporting English Language Learners in College Science Classrooms Insights from Chemistry Students.
Multicultural Education, 27(3),
25-32.